Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Monica McGill, CSEdResearch.org; Leigh Ann DeLyser; Angelica Thompson; Eric Snow; Stephanie Wortel-London; Luronne Vaval

the team. For example, we examined the pre-post workshop survey to determine theprincipals’ understanding of the value of an equitable CS education. We asked teachers to com-plete a survey that measured their self-efficacy teaching CS equitably pre- and post-professionaldevelopment. There were multiple points of data collection (each quarter over a 12-month period,pre- and post-workshops, pre- and post-training, etc.), which are too many to list within the contextof this paper. However, we provide greater context of evidence that supports or refutes a hypoth-esis in the next section in an effort to illustrate how we used the ToI model to report back to theintervention team.Using the evidence gathered from the schools various team members, we

Conference Session

Minorities in Engineering Division Technical Session 6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tahir Khan; Denise Whitford, Purdue University at West Lafayette (COE); Lisa Lambert Snodgrass, Purdue University at West Lafayette (COE); Lisa Bosman, Purdue University at West Lafayette (PPI); Sunnie Watson, Purdue University at West Lafayette (COE)

.), Children's needs III: Development,prevention, and intervention (pp. 59–71), 2006. https://psycnet.apa.org/record/2006-03571-005(accessed Feb. 10, 2022).[3] D. Barni, F. Danioni, and P. Benevene, “Teachers' self-efficacy: The role of personal valuesand motivations for teaching,” Frontiers, 01-Jan-1AD. [Online]. Available:https://www.frontiersin.org/articles/10.3389/fpsyg.2019.01645/full. [Accessed: 02-Feb-2022].[4] A. Wigfield and J. S. Eccles, “Expectancy–Value Theory of AchievementMotivation,” Contemporary Educational Psychology, vol. 25, no. 1, pp. 68–81, Jan. 2000, doi:10.1006/ceps.1999.1015.[5] J. Schuitema, T. Peetsma, and I. van der Veen, “Longitudinal relations between perceivedautonomy and social support from teachers and students’ self

Conference Session

Minorities in Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Hongye Liu, University of Illinois at Urbana - Champaign; Deepak Moparthi, University of Illinois at Urbana - Champaign; Lawrence Angrave, University of Illinois at Urbana - Champaign; Jennifer Amos, University of Illinois at Urbana - Champaign; David Dalpiaz, University of Illinois at Urbana - Champaign; Chrysafis Vogiatzis, University of Illinois at Urbana - Champaign; Sujit Varadhan, University of Illinois at Urbana - Champaign; Rebecca Reck, University of Illinois at Urbana - Champaign; Yun Huang

aforementionedUDL principles to assess to what extent the LMS was supporting UDL best practices. Forresponse reliability, we used the individual Cronbach’s α coefficients to measure the reliability ofeach of the question groups.Survey QuestionsThe survey consisted of four groups of questions organized into six system-wide constructs [12]and four usage / satisfaction constructs: 1. Student demographics (including disability status, conditions inhibiting attendance, gender, course they’re responding about, course being online) 2. General course website preferences and functionalities (representing educational equity, performance impact, information quality, system quality, service quality, self-efficacy) 3. Usage and satisfaction pertaining

Collection

2022 ASEE Illinois-Indiana Section Conference

Authors

Suneer Angra, University of Illinois Urbana-Champaign; Drashti Sikligar, University of Illinois at Urbana-Champaign; Colin Widmer Castleberry, University of Illinois at Urbana - Champaign; Jennifer R Amos, University of Illinois at Urbana - Champaign

-sufficient. However, students exhibit low self‐efficacy in self‐regulatedlearning, thus emphasizing the need to provide them with more guidance and assistance [3, 4]. © American Society for Engineering Education, 2022 2022 ASEE Illinois-Indiana Section Conference Proceedings | Paper ID 36107Self-regulated learning increases a student’s proficiency, independence, and adaptability.[5] Whenthe COVID-19 pandemic hit and classes changed to be online and/or asynchronous, students wereexpected to be more independent and proactive with their learning [6]. Performance and self-reflection phases of the self-regulated learning model promotes the students to reflect on their ownlearning and progress to intentionally improve their

Conference Session

LEAD Technical Session 1: Fostering Leadership Identity Development and DEI in Engineering Students and Professionals

Collection

2022 ASEE Annual Conference & Exposition

Authors

Brett Tallman, Montana State University - Bozeman; Bryce Hughes, Montana State University - Bozeman; Robert Carson, Montana State University - Bozeman; William Schell, Montana State University - Bozeman

, which used a groundedtheory method to gain insight into the formation of these individuals as leaders. The secondsource in the Scoping Set is the Troost leadership institute at University of Toronto [2, 15, 17,27], which researched how leader identity is perceived in the profession. More, it did so in termsof professional values, which provide the engineering student an opportunity to “…[recognize]themselves as members of a leadership profession” [15]. The third scoping literature sourceconsists of three articles, based on leadership development in bioengineering courses atUniversity of Illinois Urbana-Champaign [26, 28, 29]. The largely quantitative exploration ofengineering leadership development measured various aspects of leadership growth

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Karl Schubert, University of Arkansas; Xochitl Delgado Solorzano, University of Arkansas; Leslie Massey, University of Arkansas; Carol Gattis, University of Arkansas; Jennie Popp; Chunhua Cao, The University of Alabama; Thomas Carter, University of Arkansas; Divya Muralidhara, University of Arkansas

University of Arkansas. During intersessionstudents had the opportunity to see the production of American Mariachi at Theatre Squared, alocal professional theatre that donated tickets for all program participants. Students also visitedCrystal Bridges Museum of American Art. At both venues, students were welcomed by leadershipof the institutions and learned about volunteer opportunities at both.SurveysAn innovation inventory survey [75] was deployed to measure the bridge program students’innovation capacity and behavior at the beginning (pre-survey) and again at the end (post-survey)of the 2-week summer bridge program. The objectives of the surveys were to: 1) assess whetherthe bridge program’s course helped develop students’ innovation mindset and

Conference Session

DEED Technical Session 7 Design Mental Frameworks

Collection

2022 ASEE Annual Conference & Exposition

Authors

Hillary Merzdorf, Purdue University at West Lafayette (COE); Donna Jaison, Texas A&M University; Morgan Weaver, Georgia Institute of Technology; Kerrie Douglas, Purdue University at West Lafayette (COE); Julie Linsey, Georgia Institute of Technology; Tracy Hammond, Texas A&M University

. Towle, J. Mann, B. Kinsey, E. J. O’Brien, C. F. Bauer, and R. Champoux, “Assessing the self efficacy and spatial ability of engineering students from multiple disciplines,” in Proceedings Frontiers in Education 35th Annual Conference. IEEE, 2005, pp. S2C–15. [6] L. McGarvey, L. Luo, Z. Hawes, S. R. S. Group et al., “Spatial skills framework for young engineers,” in Early engineering learning. Springer, 2018, pp. 53–81. [7] N. S. Newcombe, “Picture this: Increasing math and science learning by improving spatial thinking.” American educator, vol. 34, no. 2, p. 29, 2010. [8] N. W. Hartman and G. R. Bertoline, “Spatial abilities and virtual technologies: Examining the computer graphics learning environment,” in Ninth

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

John Moreland; Tyamo Okosun, Purdue University Northwest; Armin Silaen; Kyle Toth, Purdue University Northwest; Chenn Zhou, Purdue University Northwest

activity involving computer simulation and/orinteractive visualization.Surveys measured teacher’s self-efficacy in a number of areas including research literaturereview, design, data collection and analysis, communication of research results, ability to relatereal world research problems to teaching, and use of simulation and visualization tools forresearch and teaching. There was a measured improvement between pre-summer experience andpost-summer experience in all categories, with the largest improvements involving ability todiscuss research ideas and ability to use simulation/visualization tools for research and teaching.Follow-up activities are ongoing during the teacher’s academic school year, including assistancefrom the RET to carry out

Conference Session

Minorities in Engineering Division Technical Session 6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Amy Walker, University of Texas at Dallas; Laura Gelles, University of Texas at Dallas

research suggests that engineering students do not leave solely because they are notperforming well academically [4], [6], [10] and that historically marginalized populations inengineering leave at higher rates [11]–[13]. Geisinger and Raman found six broad factors thatinfluence retention or attrition including: grades and conceptual understanding, student self-efficacy and confidence, interest and career goals, identity, and climate [3]. They found that overhalf of the studies they explored in their extensive literature review mentioned climate as a factorfor students’ leaving engineering programs.Climate includes the attitudes, perceptions, and expectations associated with an institution andcan be informed by interactions with individuals within

Conference Session

Design Experiences in Manufacturing Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Faisal Aqlan, Pennsylvania State University, Behrend College; Daniell DiFrancesca, Pennsylvania State University, Behrend College; Matthew Swinarski, Pennsylvania State University, Behrend College; Chetan Nikhare, Pennsylvania State University, Behrend College; Mohammad Rasouli, Pennsylvania State University, Behrend College; Qi Dunsworth, Pennsylvania State University, Behrend College

manufacturing pillars1.1 Product DesignProduct design is an integral part of manufacturing. Product Design is the process of definingproduct characteristics such as dimensions, appearance, materials, tolerances, etc. It starts withclearly defined customer needs, which are translated into measurable target specifications.Concepts of the product will then be generated, selected, tested, and final specificationsdetermined. For a product to make its way successfully to the market, various aspects of designneed to be carefully analyzed and modeled. One main advantage of computer modeling in product design is that various tests can beperformed on the model that are otherwise dangerous or costly to be done on actual products. Mostreal-life systems are

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Arash Jamshidi, University of California, Berkeley; Elisa Stone, University of California, Berkeley

with experienced researchers in a Community of Practice (e.g.,faculty, postdoctoral researchers, and graduate students in a laboratory setting). Outcomes ofthese experiences include increased STEM knowledge and experience, scientific researchpractices, career awareness, and STEM self-efficacy and identity. RET programs typically aim tosupport translation of research into classroom practices through curricular development by aProfessional Learning Community, which leads to improvements in STEM teaching andlearning, and includes outcomes such as increased persistence in STEM teaching andpedagogical content knowledge (Krim et al., 2019).The Berkeley Engineering Research Experiences for Teachers plus Data Science (BERET+D) isan example of one such

Conference Session

Biological and Agricultural Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jennifer Mullin; Gail Bornhorst

primaryconstructs influencing their choice: self-efficacy, expectations and personal goals.From a student’s perspective, a lack of sufficient knowledge about various majors along with commonuniversity requirements to declare a major before or during their first year presents a series ofchallenges. Issues that arise from choosing a major they later desire to opt out of can delay graduationby a year or more. Consequent costs of an ill-fitting choice in majors can go beyond additionalcoursework and financial setbacks to include social-emotional considerations such as degrading theirself-confidence and sense of belonging, particularly in the engineering field.Further studies on first year engineering programs highlight a trend where in-coming students showhigh

Conference Session

First-Year Programs Division Technical Session 2: Peer Mentoring/Learning, Teaching Assistants, and Career Mentorship

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jill Davishahl, Western Washington University; Audrey Boklage, University of Texas at Austin; Madison Andrews, University of Texas at Austin

EngagementWell supported academic makerspaces provide students with open access to resources that helpthem develop their problem-solving skills, provide opportunities for collaboration, increase self-efficacy, and develop sense of belonging [9, 10]. Sense of belonging generally relates to self-perceptions of fit within a given context and has been well established as a theoretical constructthroughout the literature [11, 12]. The context in question can be formal, such as an educationalsetting or STEM discipline, or informal, such as friendships or affinity groups. The positiveimpacts of a strong sense of belonging on academic achievement and persistence in STEMmajors are well documented [13-15]. When students interact in positive ways with diverse peers

Collection

ASEE-NE 2022

Authors

Hugh L Mcmanus, Northeastern University; Kris Jaeger-Helton, Northeastern University

in industry to evaluate a project against initialrequirements and highlight any need to reprioritize and refocus future efforts. Capstone DRs canfurther ensure that the work follows appropriate methodology and can confirm that the solutionincorporates sound principles and processes. A DR can ask probing questions as well as providenovel insights that teams may not have considered. (Cardoso et al., 2014). At the beginning ofCapstone 2, students in the NU plan and carry out an external DR with outside experts and reporton the outcomes. These DRs best happen at a point in the sequence when the teams and projectsare becoming firmly established (Enemuoh, 2021).Uncertainty, Professional Development, and Self-efficacy. Capstone Design projects –if

Collection

2022 Spring ASEE Middle Atlantic Section Conference

Authors

Bradley J. Sottile, Pennsylvania State University; Laura E Cruz, Penn State ; Kris McLain, Pennsylvania State University

. Brady, “Academic probation, time management, and time use in a college success course,” J. College Read. & Learn., vol. 48, no. 2, pp. 105–123, Feb. 2018, doi: 10.1080/10790195.2017.1411214.[7] L. Li, H. Gao, and Y. Xu, “The mediating and buffering effect of academic self-efficacy on the relationship between smartphone addiction and academic procrastination,” Comput. & Educ., vol. 159, p. 104001, Dec. 2020, doi: 10.1016/j.compedu.2020.104001.[8] L. E. Bernold, J. E. Spurlin, and C. M. Anson, “Understanding our students: A longitudinal-study of success and failure in engineering with implications for increased retention,” J. Eng. Educ., vol. 96, no. 3, pp. 263–274, Jul. 2007.[9] J. T. McCay, The

Conference Session

ERM: Design!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mohamed Jalal, University of Ottawa; Hanan Anis, University of Ottawa

learning environment (Cooper, Blattman,Hendrix, & Brownell, 2019). Three features of a learning environment contribute to students’development of project ownership: discovery, iteration and collaboration, with the last twofeatures being responsible for students’ development of emotional ownership of their projects(Corwin et al., 2018). A growing sense of project ownership helps students become more tolerantof obstacles and to persevere when facing challenges (Ryoo & Kekelis, 2018; Corwin, Graham,& Dolan, 2015) which in turn increases students’ self-efficacy and motivation (Corwin et al.,2015), encourage students to pursue a long-term career goals in science (D. I. Hanauer et al.,2012), and helps students achieve a better understanding

Conference Session

First-Year Programs Division Technical Session 13: Work-in-Progress Postcard Session #2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rui Li, New York University; Vikram Kapila, New York University Tandon School of Engineering; Victoria Bill, New York University Tandon School of Engineering; Jack Bringardner, New York University Tandon School of Engineering; Ingrid Paredes, New York University Tandon School of Engineering

. Journal of Formative Design in Learning, 2017. 1(1): p. 31-44.23. Okita, S.Y., The relative merits of transparency: Investigating situations that support the use of robotics in developing student learning adaptability across virtual and physical computing platforms. British Journal of Educational Technology, 2014. 45(5): p. 844-862.24. Stork, M.G., Supporting twenty-first century competencies using robots and digital storytelling. Journal of Formative Design in Learning, 2020. 4(1): p. 43-50.25. Durak, H.Y., Yilmaz, F.G.K., and Yilmaz, R., Computational thinking, programming self-efficacy, problem solving and experiences in the programming process conducted with robotic activities. Contemporary Educational

Conference Session

CIT Division Technical Session #8

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mercy Jaiyeola; Sarah Lee, Mississippi State University; Allen Parrish

Institute (ABI), ComputingResearch Association (CRA-W), Center for Minorities and People with Disabilities inInformation Technology (CMD-IT), among others, have been established to increase therepresentation of women and minorities in computing studies and beyond, and they haverecorded success thus far25-26.Apart from the immediate results on academic performance, recruitment, persistence across thecomputing pipeline, self-efficacy, etc., what is the impact of these schemes on the eventualemployment outcome of the underrepresented minorities?Many BPC efforts in the existing literature have designed and deployed solutions aimed atremoving one or more barriers to representation, after which the impact (of the solution) on therepresentation of

Conference Session

PCEE Session 3: Robotics and Design Competitions

Collection

2022 ASEE Annual Conference & Exposition

Authors

Anurag Purwar, Stony Brook University; Amanjeet Bagga, Stony Brook University; Cynthia Colón, Stony Brook University; Imin Kao, Stony Brook University

self-efficacy questions in the pre-camp survey and then repeated them inthe post-camp survey. The post-camp survey also asked them to reflect on their knowledge of thetopics before the camp. Students can judge their abilities only to the extent that they are exposedto a topic since they do not know the threshold for a learning outcome. Therefore, repeating thosequestions in the post-camp revealed some insights.Figure 7: (a) Choice of major pre-camp survey (N=24), (b) Choice of major post-camp survey(N=36) In the two surveys, students were asked to rate their skills on a scale of 1-10 in response to thefollowing four prompts: 1. How confident are you about designing, building, and programming robots? 2. How would you rate your circuits

Conference Session

LEES 6: Writing & Communication

Collection

2022 ASEE Annual Conference & Exposition

Authors

Julie Stella, IUPUI; Steven Higbee, Indiana University - Purdue University Indianapolis; Sharon Miller, Indiana University - Purdue University Indianapolis

Biomedical Engineering from the University of Michigan. She currently serves the IUPUI BME Department as Associate Chair and Director of the Undergraduate Program helping develop and implement curricular changes to embed engineering design, ethics, and technical communication throughout the BME curriculum. Prior to joining the faculty at IUPUI, Dr. Miller’s P-20 educational efforts included curriculum writing and program development for the John C. Dunham STEM Partnership School and Michael J. Birck Center for Innovation. Since joining IUPUI, Dr. Miller has been awarded internal and external grant funding to realize BME curricular changes and to pursue engineering education research of BME student self-efficacy toward design

Conference Session

Understanding Inclusivity and Equity in STEM Contexts: Equity, Culture & Social Justice in Education Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Victoria Bill, New York University Tandon School of Engineering; Julie Martin, The Ohio State University

empirical studies which utilized this framework within engineering (2021b).Similarly to CCW, almost all studies included in their review were qualitative, with only onequantitative and one mixed-method study (Verdín et al., 2019). The studies were grouped bycharacteristic, with the authors identifying the following codes: identification, curriculum,teaching, and learning. Again, the authors identified gaps, including “assessing the efficacy offunds of knowledge interventions on students by connecting to student learning outcomes ortheories of identity, self-efficacy, and belonging.” They briefly identified funds of knowledge aspotentially more action oriented than CCW and other frameworks (Denton & Borrego, 2021b).Building upon that potential

Conference Session

ETD Technical Session 6 - Curriculum and Programs III

Collection

2022 ASEE Annual Conference & Exposition

Authors

Malini Natarajarathinam, Texas A&M University; Michael Johnson, Texas A&M University; Pouneh Abbasian, Texas A&M University

maintainthem, otherwise, we are going to have a whole lot of unemployed people”. Erol et al., 2016 introduces “Industry 4.0” as a phenomenon that needs increasing workers’creativity, innovation, and communication skills, as automated systems are going to be replacedby day-to-day activities [20]. Upon this, they have defined three categories for workforcecompetencies: personal, professional, and social competencies. Self-efficacy, personalresponsibility, critical thinking, adaptability, strong analytical thinking, and the ability to change(continuous improvement mindset) are examples of the personal competencies which weobserved numerous times in this study. Workers in the warehouse were all motivated andwelcome to change. Learning more, being

Conference Session

DEED Technical Session 9 - Design Across the Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

Astrid Layton, Texas A&M University; Julie Linsey, Georgia Institute of Technology; Samuel Blair, Texas A&M University; Garrett Hairston, Texas A&M University; Henry Banks, Georgia Institute of Technology

2013505 and 2013547. Any opinions, findings, or conclusionsfound herein do not necessarily reflect the views of NSF and its employees.References[1] N. Lou and K. Peek. (2016) Rise of the Makerspace. Popular Science. Available: Available: http://www.popsci.com/rise-makerspace-by-numbers[2] R. Morocz et al., "Relating Student Participation in University Maker Spaces to their Engineering Design Self-Efficacy," in American Society for Engineering Education Annual Conference, New Orleans, LA, 2016.[3] R. P. S. a. A. Leong, "An observational study of design team process: A comparison of student and professional engineers," 1998.[4] A. Meyer. (2018) Feminist makerspaces: Making room for women to create. The Riveter.[5

Conference Session

Civil Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Shinae Jang, University of Connecticut; Pablo Aguero-Barrantes, University of Connecticut; Richard Christenson, University of Connecticut

Civil Engineering students, which can be usedfor any course in any department. With this resource, students can learn by themselves how todevelop VR models. The pilot study was designed, and the implementation and assessment areunderway, with CE senior students developing a VR presentation as part of their Senior Designfinal project deliverables. The anticipated result is that the AR/VR training module will improvesenior students’ 3D visualization skills and self-efficacy. Additionally, it is expected that usingVR tools to create their final project presentation will increase their motivation and engagement.This study has an expandability potential. Therefore it can be implemented in any school with alow cost of implementation.REFERENCES[1

Conference Session

Cooperative and Experiential Education Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Donald Visco, The University of Akron; Nidaa Makki; Erin Stevic; Joshua Phillips, The University of Akron; Laura Carey, The University of Akron; Elle Bonnema

the Fall 2020 semesterthrough emails sent to incoming first-year STEM students. This email contained an invitation toparticipate in the intervention program and a preliminary survey that students had to complete.The survey included questions about their interest in participating in the program, backgroundquestions related to their STEM experiences in high school, commitment to the major, as well asscales on STEM interest, self-efficacy, and perceptions of barriers and supports for completingtheir major. Of the students who received an invitation email, 35 students did not respond, 2students accepted but later dropped from the program, 1 student accepted but later changed theirmajor to a non-STEM major, 1 student declined the intervention, and

Conference Session

Engineering Design Graphics Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sheryl Sorby, University of Cincinnati; Savannah Stark, University of Cincinnati; Christina Carnahan, University of Cincinnati

self-efficacy and belonging and contribute totheir retention in a STEM career path. References 1. Grigal, M., Hart, D., Papay, C., Smith, F., Domin, D., & Lazo, R. (2019). Executive summary of the year four annual report of the TPSID model demonstration projects (2018–2019). Think College Fast Facts, Issue No. 26. University of Massachusetts Boston, Institute for Community Inclusion. 2. Qian, X., Johnson, D. R., Smith, F. A., & Papay, C. K. (2018). Predictors associated with paid employment status of community and technical college students with intellectual disability. American Journal on Intellectual and Developmental Disabilities, 123(4), 329-343. 3

Conference Session

Technical Session 12 - Paper 1: Creating Pathways for Success and Engagement for Women in Engineering

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Jalonda Nakay Thompson, University of Tennessee at Knoxville; Anne Skutnik, Tickle College of Engineering; Jamie Baalis Coble, University of Tennessee at Knoxville; Anahita Khojandi, University of Tennessee at Knoxville; Angelica M Palomino, University of Tennessee at Knoxville; Veerle Keppens, University of Tennessee at Knoxville; Ozlem Kilic, University of Tennessee at Knoxville

Tagged Topics

CoNECD Paper Sessions, Diversity

Attrition Reason Women Leave Engineering [15, p. 7] Input Output 1. Lack of self-confidence and engineering self-efficacy Black Box[10] 2. Lack of pre-college experience and knowledge in engineering 3. Curricular focus, pedagogy, and climate in engineering 4. Lack of female peers and role models 5. Gender and societal issues Dropout

Conference Session

Student Division Technical 4: Student Experience & Competencies

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jacob Vaughn, Texas Tech University; Roman Taraban, Texas Tech University; Sheima Khatib, Texas Tech University

MPSprogram sparked an important educational paradigm shift from content specific knowledge togeneral problem-solving ability [1].Expanding upon ideas in the McMaster program, Leland et al. [2] stated that when students learnnew content, they are typically tested only on the new content (through problems designed byeducators or coming from textbook resources). They argued that a more efficacious strategy wasto use cumulative review problems, which give students autonomy in their selection ofmathematical tools to utilize when solving a problem. Further, for successful transference ofskills, there are several important factors: self-efficacy, learning with understanding, and beliefs[2]. These factors are described as a student’s confidence in their

Conference Session

Project Based and Experiential Learning in Manufacturing

Collection

2022 ASEE Annual Conference & Exposition

Authors

Derek Yip-Hoi, Western Washington University; Sura Alqudah, Western Washington University

andintegrity of the learning system by providing a supportive learning environment for students [8].Tsenn J. from Texas A&M published that the students' self-efficacy in their MechanicalEngineering capstone course during the pandemic was not significantly different from thosereported on previous years before the pandemic. Tsenn also mentioned that the Fall2020 COVIDaffected class had an exciting increase in their overall project satisfaction score compared withthe year before. It was concluded that even though there were significant changes to the way thatthe class was instructed during 2020, the students were resilient and adaptable to the change, andthat left the instructors confident that regardless of the delivery method, all course outcomes

Conference Session

ERM: Identity Impacts (Identity Part 2)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Stephanie Damas, Clemson University; Lisa Benson, Clemson University

, "Engineering self-efficacy, interactions with faculty, and other forms of capital for underrepresented engineeringstudents", presented at 2015 IEEE Frontiers in Education Conference (FIE), El Paso, TX, USA,2015, doi: 10.1109/FIE.2015.7344119[23] J. Stets and P. Burke, "Identity Theory and Social Identity Theory", Social PsychologyQuarterly, vol. 63, no. 3, p. 224, 2000. Available: 10.2307/2695870.[24] R. Majors and J. Billson, Cool pose. New York: Simon & Schuster, 1993.[25] E. Battle and J. Rotter, "children's feelings of personal control as related to social class andethnic group1", Journal of Personality, vol. 31, no. 4, pp. 482-490, 1963. Available:10.1111/j.1467-6494.1963.tb01314.x [Accessed 1 February 2022].[26] J. Boaler and C. Dweck